1. The VET sector . . . In times of change……. And a response…..
Denise Stevens
CEO 1

2. Overview Key drivers of change in Victoria
Key issues for the VET system
Implications for providers and VET Practitioners
The TDC VET Practitioner Strategy
CPD for 2011
This is a Victorian response
Overview of TDC approach and information from the past 8 years 2

3. Victorian Government policy
Securing Jobs for the Future
Growing participation and attainment
Increasing the number of people undertaking training in areas where skills are needed
Driving contestability and competition
Action Plan for Green Jobs
Victorian Training Guarantee
Victorian Tertiary Education Plan
New Student Management System
Review of the quality of VET teaching (2010) - Australian College of Educators, Professor Leesa Wheelahan, LH Martin Institute
Discussion of the issues with the Certificate IV TAA (2009) – Berwyn Clayton
The JMA Analytics Model of VET Capability Development (2009) - Dr John Mitchell & John Ward
Building capability in VET providers: The TAFE cut (2010)- Hugh Guthrie and Berwyn Clayton
Higher education in TAFE (2009) - NCVER 3

4. Key issues for VET 4 Changing industry contexts & practices
Government policy reforms
Sustainability and the Environment
A flexible and responsive VET system
Demand driven funding models
Changing Training Packages and AQTF
Teaching across education boundaries
VET Practitioner
Greater diversity in the client group
Language, Literacy & Numeracy skills
Merging of the educational sectors
Rapidly changing technologies
Globalisation and competition in the marketplace
Aging VET workforce
Increasing reliance on Industry partnerships 4

5. What does it mean for providers?
Greater competition in a contestable marketplace
Pressure to obtain and retain students
Greater diversity in the student population
Increasing pressure for high quality, flexible and responsive training services
Strong relationships and partnerships with industry
Provision of pathways between VETiS, VET and HE
A culture of pedagogy and scholarship
Meeting regulatory requirements
Ensuring quality of teaching . . . 5

6. 6
Teacher quality is a critical factor in determining student learning (OECD, 2002)

7. The (new) VET Practitioner
. . . is in tune with the needs of industry and the community, and seeks to customise programs to suit both enterprises and individuals is demand driven has a hybrid mix of strong educational and business thinking.
(Mitchell, 2008). 7

8. The (new?) VET Practitioner
Has the ability to be innovative, adaptive, client-focused and collaborative, to be both an industry specialist and a highly skilled educator and has the capability to practice across the merging tertiary sector.
(TDC, 2010) 8

9. Skills and knowledge requirements
Working across VET boundaries
High level teaching, learning and assessment skills
Keeping current with industry trends and skills
Engaging a wide range of learners - facilitating their learning
Focusing on learners and supporting career pathways
Building strong relationships/networks with industry and providers
Developing commercial acumen and skills
Innovation, technological and research
Quality and continuous improvement
Managing ongoing learning and development
Engaging in reflective and scholarly practice
Australian VET Practitioners feel their skills meet only 80% work requirements (Mitchell & Ward, 2009)
By 2014 this will decrease to 62% (ibid). 9

10. The TDC Strategy and framework10
The TDC Strategy and framework
3 core goals:
Attainment,
Articulation
Architecture
6 strategies:
Pedagogy and Professionalism
Pathways and Partnerships
Process and Products

11. 11 Maintains professional knowledge and currency
Uses pedagogical practices to facilitate learning
Maintains professional integrity
Provides educational Leadership
Attainment
Uses business acumen
Engages learners
Values professional learning
Pursues educational innovation
Pursues scholarship
Provides learner support and pathways
Develops quality resources
Manages career aspirations
Architecture
Articulation
Engages with industry
Plans and evaluates work activities
Utilises technology
Manages professional relationships
Promotes quality and improvement
Traverses education boundaries 11

12. VET Practitioner Strategy
Highly skilled
and qualified
Entry level 12

13. CPD Themes for 2011
Program developed to meet the needs of practitioners at the different levels:
Pedagogy
Engaging learners
Teaching and learning practice for VET and HE
Assessment
Program design and AQTF
Developing a scholarly culture
Market Engagement 13

14. 14
CPD Themes for 2011
A range of programs suitable for leaders, specialist staff as well as practitioners:
Green Skills
Leadership and change
LEAN
Benchmarking across the tertiary sector
Thought Leader series
Critical Conversations
Increased mix of fee for service and subsidised programs
Program for semester 1, 2011 will be available in November

15. 15
Thank you 15